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Titre : | Enablers of the interpersonal relationship between registered nurses and students on clinical placement: A phenomenological study (2021) |
Auteurs : | Geraldine Rebeiro ; Kim Foster ; Gylo (Julie) Hercelinskyj ; Alicia Evans |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 57, November 2021) |
Article en page(s) : | 6p. |
Note générale : | https://doi.org/10.1016/j.nepr.2021.103253 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Apprentissage ; Elève infirmier ; Enseignement infirmier ; Infirmières et infirmiers ; Relations interpersonnelles ; Stage de formation clinique |
Mots-clés: | Formateur clinique |
Résumé : | Aim/objective The aim of this qualitative study was to explore the lived experiences (nature and extent) of the interpersonal relationship between RNs and students during clinical placement. Background In Australia, as elsewhere, nursing students clinical placements are facilitated and supervised by registered nurses (RNs). There is evidence of positive teaching and learning interactions between RNs and students influencing student placement outcomes. Comparatively, little is known about the value of interpersonal relationships between RNs and students in the contribution to positive placement experiences. Design A descriptive phenomenological approach was used to investigate the interpersonal relationship between RNs and students from the perspective of the lived experience of the RN. Method In depth, semi-structured interviews were conducted with ten RNs and analysed using Colaizzis seven-step analytical approach. Results Study findings revealed that RNs are committed to building positive interpersonal relationships with students to enhance learning and achieve successful clinical learning outcomes. Positive relationships are enabled through factors encompassing three overarching themes; Getting to know the student is essential; Effective communication is a reciprocal process, and Mutuality of engagement and commitment is critical. Vital to the relationship was the capacity to know the student, communicate with them openly and effectively, and have a mutually engaging, committed relationship with them. Conclusions The establishment of positive interpersonal relationships is important to the RNs who facilitate and supervise the clinical learning of nursing students for meaningful learning and successful student outcomes. Key findings included that getting to know the student is essential, effective communication is a reciprocal process, and mutuality of engagement and commitment is critical to building a positive relationship. Findings can be utilised to advise professional development for RNs who work with students on clinical placement with regard to the importance of developing positive interpersonal relationships with students and the characteristics that enable that to occur. The primacy of the relationship, brought about through RNs requirement to facilitate student clinical learning needs acknowledgement. Also, the importance of the interpersonal relationship for RNs and students needs recognition by both, to help them achieve success in clinical placements through effective interpersonal and professional relationships which promote good learning opportunities. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595321002894 |